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1.
ABSTRACTFor teachers seeking formal school leadership roles the key choices have been either the vice- principalship or the principalship. In Ontario, Canada, however, the principalship has traditionally been considered the premier leadership goal with the vice-principalship regarded as merely a necessary transitional step toward achieving the principalship. In this article, we consider the enactments of principals and vice-principals plus the common and unique work typically demanded of each position by examining how both roles came to fruition from a historical context. How principals and vice-principals’ work came to be what it currently is in Canada’s most populace province is a reflection of the prevailing economic, social, political, historical, and educational contexts and particular interests being advanced. Both engage in complex, purposeful work that requires excellent interpersonal strengths, strategic thinking, an inclusive leadership disposition and values, organisational change capacities, and the ability to make evidence-based decisions. As well, both are expected to work in complementary ways to advance students’ academic and social learning, yet despite the need for leadership synergies, principals often ‘lead’ while vice-principals are left to ‘manage’. While the principal’s role is expansive and more clearly defined, the role of the vice-principal has broadened over decades. We will investigate the history for preparing and developing vice principals in this context to learn about why they continue to be reactive, situationally contingent, and dependent on task delegation from the principal. Such role-based differences can contribute to high job satisfaction and role clarity for principals, but disappointment for vice-principals who wish to exercise greater leadership. 相似文献
2.
Paula Kwan 《Asia Pacific Education Review》2013,14(3):325-336
This paper attempts to address the principal shortage issue from the concept of fit perceived by job applicants. It links vice-principals’ perception of suitability for principalship to their conception of how well they can match with the selection criteria set out by school hiring bodies. Based on evidence collected from aspiring principals in Hong Kong, the study found that the respondents believed their suitability for a principal position was generally measured against four criteria by school hiring bodies; namely generic managerial skills, communication and presentation skills, knowledge and experience, and religious value orientation. Respondents were confident about their capability in the first three attributes, but were less assured about the last one. The results further showed that respondents’ perceived deficiency in the religious related attribute affected their confidence in being considered a suitable candidate. Implications of the findings for policy makers and practitioners are discussed. 相似文献
3.
There is mounting international research evidence that the work of school principals is increasingly difficult, time consuming and more unattractive to prospective applicants. We suggest that the solution to this situation lies in redesigning the work that principals do. Using the New London Group’s (1996) definition of design as both process and product and as a hybrid of existing resources, we offer five cases of redesign: distributed pedagogical leadership, co-principalship, shared principalship, multi-campus principalship, and community-based principalship. We argue that these examples show that redesigns that focus on the school, rather than on the work of the principal, have more far-reaching effects, but are also much more vulnerable to context. We propose three emerging principles for redesign viz. developing a strong warrant for redesign, attending to infrastructure and building organic relations between school and community. 相似文献
4.
How do principals adjust to new standards and measurement rulers of school performance when they are coupled with high-stakes consequences? Adopting a contingent view of leadership and a multiple accountabilities framework, this qualitative study explores how high school principals enacted their accountability in New York City, by comparing two periods: just before such policy changes took effect and just after. We observed large differences in principals' attention to external political, bureaucratic, and market accountabilities; how much accountability conflict or alignment was experienced; and how principals' sense of professionalism was constructed. These differences may portend a new politics of the principalship. 相似文献
5.
Deborah L. West Craig M. Peck Ulrich C. Reitzug Elizabeth A. Crane 《School Leadership & Management》2014,34(4):372-391
This study investigates how principals in a large US urban school district responded to two different superintendents who employed contrasting leadership styles and utilised divergent organisational schemes. We originally conducted interviews with principals in 2007, when the district's superintendent asserted fierce performance demands and limited principals’ site-based discretion in favour of protecting and exerting central office power. We conducted interviews again in 2013 after a new superintendent had relaxed school test score expectations and distributed the central office's previously tight, centralised control into largely self-directing sub-regions. Our findings demonstrate that superintendent change noticeably affected how principals understood and encountered accountability, autonomy and stress. To help make sense of our findings, we employ a three-part conceptual framework drawn from the study of educational leadership. We conclude by considering implications, including the notion that unrelenting stress has become a permanent part of the modern urban US principalship. 相似文献
6.
Tesfaye Gemechu Gurmu 《Journal of educational administration and history》2018,50(4):343-363
ABSTRACTEducational leadership has been an integral part of the Ethiopian traditional education. Nonetheless, the nation’s school leadership evolution started with the deployment of the first principal in Ethiopian western type school a century and a decade ago. Since then, Ethiopian school leadership evolved through seven distinctive phases: principalship evolved into separate position, Ethiopian replaced expatriate staff, principal preparation initiated, albeit enlargement of the task, principals’ preparation reduced, principalship deprofessionalised, principals’ preparation reemphasised, and PGDSL preparation started. During the evolution, the dominant model of decision making for initiating school leaders’ development programmes was political command. Unfortunately, those decisions didn’t involve educational stakeholders and, most often, it didn’t incorporate the will and concerns of the principals’. Furthermore, evolution of the school leadership was erratic in that it fluctuated back and forth rather than consistently advancing forward. Hence, school leadership of the nation couldn’t contribute what it must contribute to the Ethiopian education. 相似文献
7.
Izhar Oplatka 《比较教育学》2004,40(3):427-448
This article seeks to shed light on the contexts and characteristics of principalship in developing countries, as well as to examine similarities and differences between principals in developed and developing countries. Twenty‐seven papers constitute the data on which external influences on principalship, patterns of leadership styles and managerial aspects of the principal's role are analysed. Although there is no one portrait of school principalship in developing countries, some common features were revealed, such as limited autonomy, autocratic leadership style, summative evaluation, low degree of change initiation, and lack of instructional leadership functions. Theoretical implications and suggestions for educational policy and reforms are presented. 相似文献
8.
Alison A. Smith 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):277-291
Mentoring has become increasingly popular during recent years and particularly so in the provision of leadership development, including the mentoring of school principals. In New Zealand, many of these mentoring programmes are developed and funded by central government and are mostly designed to meet the needs of those in their initial years of principalship. Mentoring for experienced principals has not typically been resourced in this manner and tends to be less prevalent and more ad hoc in nature. This article reports on an evaluation of one peer‐mentoring group of experienced primary (elementary) school principals in Auckland, New Zealand. While the principals identified a number of components of the mentoring process as being valuable, issues related to status, learning and safety were particularly highlighted. The results informed the development of a model of peer mentoring processes for experienced principals based on the notion of communities of practice. 相似文献
9.
John Chi Kin Lee Allan Walker Peter Bodycott 《Asia-Pacific Journal of Teacher Education》2000,28(1):53-67
This study aimed to explore pre-service teachers' perceptions and expectations of principals, how these perceptions may influence attitude and behaviour when they start in school and how pre-service teachers' perceptions of the principalship may have been formed. In general, pre-service teachers do not expect to receive assistance from the principal during their first months of teaching. Past experience of principals has resulted in clear expectations of principal support, particularly in respect to beliefs about the influence of hierarchy, school authority and principal's workload. Others, however, expect the principal to be receptive to and supportive of innovations. Some expect support from their colleagues whilst others believe they must rely on themselves. Furthermore, the sources of beliefs about the principalship are predominantly formed during pre-service teachers' experiences in school life and teaching practice. Many of their images of the principalship tend to be negative. 相似文献
10.
11.
Harry Gray 《School Leadership & Management》2013,33(2):157-161
Vice-principals’ role and their relationship with principals are of paramount importance in shaping the effectiveness of school management, particularly after the implementation of school-based management (SBM) worldwide. This paper reports primarily on prior studies on the vice-principalship and suggests a framework to help explain the different working relationships between principals and vice-principals. The framework is a matrix based on three dimensions, namely status, roles and management tasks. The framework was then examined through an illustrative case study. What emerged was that the framework provides a powerful means to explain the different combinations of relationship between principals and vice-principals. 相似文献
12.
RJ Botha 《Educational studies》2013,39(4):431-443
Studies on school restructuring and the leadership role of the principal in this process suggest that what has been the traditional leadership approach of the principal appears to be changing in relation to the substantial changes and school-wide reforms that are continually taking place in schools today. These school reform initiatives necessitate new and creative ways of thinking about our concept of educational leadership and its various approaches. It also became clear from the literature on leadership that a person’s assumption of various types of knowledge influence his or her leadership approach. The purpose of this study, based on a quantitative empirical study in selected South African schools, is to identify this impact of principals’ assumptions of knowledge on their leadership approaches. A total of 100 questionnaires with open-ended questions were sent electronically to school principals of randomly selected schools to assess the link between principals’ assumptions about the nature of knowledge and principal leadership. The t-test, Lambda test and an Analysis of Variances test were used to analyse the data. The findings confirm the relationship between core epistemological beliefs (EBs) and beliefs about leadership practices among South African school principals and provide substantial justification for using EBs in the study of school leadership. 相似文献
13.
Constitution and Culture: Exploring the deep leadership structures of Hong Kong schools 总被引：1，自引：1，他引：1
This article aims to contribute to an understanding of principalship in Hong Kong through probing the formation and preservation of the deep leadership structures that shape its practice. Deep structures are formed partly through a dynamic relationship between constitution and culture which forms bounded “codes” of understanding, conduct and behaviour which combine to shape principalship in Hong Kong and power relationships within schools and collections of schools. After providing a brief historical snapshot of Hong Kong education development since 1945, the paper explores the recent context of principalship and how this influences its shape in schools. Discussion of context focuses on the interconnected elements of constitution and traditional culture. These factors are illustrated using the issues of principal selection and teacher and parent empowerment to show the influence of deep leadership structures on the principal and the system. Depending on the perspective taken, these can be understood as either supportive or obstructive to better school leadership. 相似文献
14.
Unpacking the issues: Researching the shortage of school principals in two states in Australia 总被引：1，自引：0，他引：1
Karin Barty Pat Thomson Jill Blackmore Judyth Sachs 《The Australian Educational Researcher》2005,32(3):1-18
An investigation into the declining supply of principals in two states in Australia revealed that a mosaic of issues surrounds
the overall trend towards fewer applications for vacant positions. Looking beyond systemic factors influencing this trend
— factors such as the increasing workload of principals — this study discovered why some schools are more affected by a shortage
of applicants than others. We found that one of four categories of deterrents was generally involved with declining numbers
of applications: location, the size of school, the presence of an incumbent, or difficulties arising from local educational
politics. We found, furthermore, that smaller numbers of applicants for vacant positions do not necessarily indicate a decline
in interest in school leadership: interest in the principalship remains relatively high but principal aspirants have become
increasingly strategic in their applications. Whilst drawing attention, in this paper, to the research finding that numerical
interpretations of principal supply have serious limitations, we are keen to acknowledge, briefly, the research data that
refers to (a) social and generational changes (b) demographic information, (c) teacher resistance to the modern principalship
and how these data explain declining numbers. We also include information about recent changes that go counter to the trend. 相似文献
15.
This study investigated how tacit knowledge was used by expert and novice principals during problem-solving situations. Through the use of a phenomenological, qualitative approach, novice principals were compared with expert principals as both went about their daily tasks of school leadership. Results of the study contribute to the research on effective leadership and offer implications for leadership training models. Results suggest that experience may not be the most critical factor in expertise. 相似文献
16.
This paper discusses the decision of Muslim female principals in Israel to don the hijab following their appointment to school principalship. This research employed narrative life-story interviews to understand the women's decision to alter their appearance and how this transition is connected to their role as female school principals in the indigenous Muslim community in Israel and the reaction they faced both in personal and professional spheres. The principals' narratives elucidate that transition to wearing the hijab was a matter of choice and collective belonging; it empowers them and affected their leadership style, although it also provokes others' resistance and reactions. Findings clarify the social and personal identity of Arab Muslim women school principals in Israel, and point to the need for consideration of traditional cultural contexts, to enrich managerial theory. This understanding also supports the argument that governmental and organizational policies and initiatives should recognize the diversity in Muslim women's backgrounds and the dangers of privileging mainstream women's perspectives. 相似文献
17.
Jenny Collins 《Journal of educational administration and history》2014,46(1):74-92
This paper builds on recent scholarship on the gendered nature of educational work to argue that while conceptualisations of the principalship are underpinned by scholarship and policy assumptions that construct the work of the principal as a male domain, women have responded to opportunities presented by changing historical, political and social contexts, creating professional spaces for themselves as principals in primary and secondary schools within both state and Catholic school systems. It details how in the years prior to 1975, a time when the majority of state primary and secondary schools were led by men, the principalship of New Zealand Catholic schools was a largely female endeavour. The experience of Catholic Sister Principals was framed by the fact that they were women leading schools in a world dominated by men. Implicit in this arrangement were the ecclesiastical authority structures and their subjection to the convent hierarchy. Nevertheless, Sister Principals learned a range of strategies that enabled them to negotiate with Church and religious authorities and to undertake the diverse tasks associated with the leadership of Catholic schools. 相似文献
18.
Haim Shaked 《School Leadership & Management》2013,33(5):519-536
ABSTRACTThe instructional leadership approach expects school leaders to give top priority to ongoing improvement of teaching quality and academic outcomes. Researchers have found that despite the top-down pressures to assume an instructional leadership role, school principals demonstrate limited direct involvement in such leadership. The current qualitative study, based on semi-structured interviews, aimed to expand inquiry into inhibitors of instructional leadership in Israeli principals. Data analysis uncovered that Israeli principals’ perceptions served as key inhibitors of instructional leadership, identifying three main perceptual inhibitors: (1) perceptions regarding principal-teacher relationships; (2) perceptions regarding the role of the principal; and (3) perceptions regarding the goal of schooling. These findings expands the available knowledge by illustrating how for Israeli principals, the inhibitors of instructional leadership did not only involve the constraints and capabilities of school principals but also deep disagreements with the conceptual framework that underpins instructional leadership. Implications and further research are discussed. 相似文献
19.
Sandra Harris Julia Ballenger John Leonard 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):155-172
The purpose of this study was to explore how often 159 practicing teachers enrolled in a university Master's degree principal preparation program observed their mentor principals model the four mandated Texas standards‐based instructional leadership competencies for the principalship. The competencies focus on leadership through curriculum and planning, nurturing and sustaining the instructional program, implementing a staff evaluation plan and applying decision‐making skills. Findings on the four competencies ranged from a high of 59.1% to a low of only 44.7% of the participants who indicated that they observed their mentor principals modeling these four competencies at least ‘usually.’ 相似文献
20.
The study sought to investigate Hong Kong secondary school vice‐principals’ job facets leading to overall job satisfaction, and to differentiate the satisfaction of vice‐principals of different career orientations and gender groups. The findings indicated that there are four main facets of satisfaction, in rank order of influence on overall satisfaction, ‘professional commitment’, ‘level of personal challenge’, ‘sense of efficacy’ and ‘sense of synchrony’. The study also found that vice‐principals who aspired to the principalship exhibited a higher degree of professional commitment, a stronger sense of efficacy, and experienced lower levels of stress associated with personal challenge than vice‐principals who did not aspire to a principalship. 相似文献